Stimulus Dimensions, Problem Solving, and Piaget

Miller, Patricia H.

doi:10.1007/978-1-4613-2985-5_5

Cited by 6 publications

(4 citation statements)

References 34 publications

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“…To conserve successfully, the child needs to use the Piagetian principles of reversibility, compensation, and invariance of matter (Piaget, 1959). We use an informationprocessing approach to do a task analysis whereby we identify the relevant dimensions the child uses to solve each conservation task (Miller, 1979). In the case of the discontinuous and continuous matter tasks, the child needs to focus on changes in the continuous and discontinuous matter despite the changes in their respective containers.…”

Section: Discussionmentioning

confidence: 99%

Conservation and formal thought disorder in schizophrenic and schizotypal children

et al. 1990

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We studied the conservation scores of 21 schizophrenic and schizotypal children (aged 6;7–12;5 years) and 21 yoked normal mental age matches and their relationship to the Kiddie Formal Thought Disorder Scale measures. Like the normal children, the schizophrenic/schizotypal subjects were able to recognize the invariance of two dimensional space, number, and substance, but not of weight. Unlike the normal children, the schizophrenic/schizotypal children were poor conservers of continuous and discontinuous matter, and this was related to their illogical thinking scores. Age and IQ accounted for the conservation competence of the normal children. The conservation skills of the patients, however, were associated with the severity of their formal thought disorder scores, not with their age or IQ. The developmental approach employed in this study enabled further clarification of the cognitive parameters of formal thought disorder in middle childhood. We discuss the developmental, clinical, and possible information processing implications of these findings.

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Section: Discussionmentioning

confidence: 99%

Conservation and formal thought disorder in schizophrenic and schizotypal children

et al. 1990

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“…This structure has been thought to instantiate the transformations of Piaget's logico-mathematical models; i.e., these models have been placed in the head as cognitive structures. These structures have then been separated from performance factors or automaton processes (psychological processes such as memory and attention) that are thought to detemiine whether competence is revealed in behavior or, in some cases, whether a particular competence can be constructed (Miller, 1979).…”

Section: Performance Factors and Negative Rationalismmentioning

confidence: 99%

Competence and Performance Models and the Characterization of Formal Operational Skills

Stone¹,

Day²

1980

Human Development

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The distinction between competence and performance models in psycholinguistics is used to analyze current theory and research strategies in the study of development. The analysis is used to argue for the construction of performance models of cognitive skills which do not reify the elements of competence models. Some suggestions are presented for a performance model which relies on Soviet notions of activity and interpsychological control. The potential theoretical and empirical benefits of the model are discussed in the context of the authors’ research on the deployment of formal operational skills.

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“…Findings from the normal sample suggest that the ability to access the dimensional structure of this particular pair of separable dimensions occurs in stages. This finding can be explained in terms of Miller's (1979) model of dimensionalization. In the first stage of her model, there is no salient dimension.…”

Section: Age Differences In Dimensional Responding To Size and Brightmentioning

confidence: 63%

Separable/integral classification by hyperactive and normal children

et al. 1993

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This research tested the hypothesis that information-processing deficits associated with hyperactivity implicate a self-regulatory dysfunction. Hyperactive and control children were compared on nonspeeded classification tasks. In Studies 1 and 2, children classified sets of either three (triads) or four (tetrads) stimuli. The stimuli varied simultaneously on size and brightness or on length and density. They could be classified analytically (separably) on the basis of identical values for one dimension and holistically (integrally) on the basis of overall similarity. Control children made an equal number of dimensional classifications for triads and for tetrads. As predicted, however, hyperactive children made fewer dimensional classifications for tetrads, suggesting that they apparently resorted to less effortful holistic responding under the increased processing load. In an unexpected finding in Study 1, older hyperactive children appeared to behave like younger controls, making more dimensional classifications when size, rather than brightness, was the shared dimension. Study 3 explored the possibility that hyperactive children lagged behind the controls in their responding to the shared dimensions. Three age groups of normal children (mean ages: 5, 8, and 11 years) and adults were asked to classify stimuli that varied on size and brightness. Consistent with the lag hypothesis, normal preschoolers behaved like the young hyperactive children in Study 1, classifying equally on the basis of size and brightness. The discussion focuses on the contribution of processing load and stimulus salience to the cognitive deficits of hyperactive children.

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Stimulus Dimensions, Problem Solving, and Piaget

Cited by 6 publications

References 34 publications

Conservation and formal thought disorder in schizophrenic and schizotypal children

Conservation and formal thought disorder in schizophrenic and schizotypal children

Competence and Performance Models and the Characterization of Formal Operational Skills

Separable/integral classification by hyperactive and normal children

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